康考迪亚大学在线阅读课程
CONCORDIA UNIVERSITY ONLINE SYLLABUS
从我们的阅读中，我们已经看到，评价和评估它们之间是有区别的。正因为这样的原因，应该怎么去理解这两个概念之间的相互关系呢？你如何能够有效地去使用它们呢？请记住，先观察这两个观念至关重要。后面会介绍如何去观察，并给观察到的结论作出评价和评估。从上周的视频中你了解到哪些影响评价和评估的因素？
From our reading we’ve seen that there is a distinction between evaluation and assessment. Based on that distinction, how do these two concepts relate to each other? And how do you use them effectively? Remember that observation is critical to both ideas. Explain how you use observation to support any conclusions you make about evaluation and assessment. Did anything from last week’s videos strike you with regard to evaluation and assessment?
现在，让我们把注意力放在我们需要观察的事情，并注意一下那些学习不同于一般发展中国家的孩子。阅读材料和观看视频将有助于给许多不同类型的儿童塑造适合他们自己的处理问题的方式。注意仔细观察孩子们之间的相互关系，这可能会影响到他们长大成人以后的的生活方式。
Now let’s turn our attention to how we document the things that we observe, and pay some special attention to those who learn differently than the typically developing child. The readings and the videos will help to shape our view of many different types of children and the way that they process information. Watch closely the ways that the children relate to each other and the way that they relate to the adults.
Methods of observation, documentation, and other assessment strategies are studied as a way to assess children’s growth and the development of knowledge and skills. Current classroom practices and learning environments are explored to identify changes that benefit children, their families, and communication between program and home.
Students are expected to respect diversity of thought, opinion and background in all aspects of interaction and communication. The course incorporates and supports aspects of a diverse learning society.
Your group will research a particular approach to early childhood education. The instructor will assign groups and decide which approach your group will do. You will need to understand the curriculum model, and communicate how using this model students will be observed, and activity documented. Furthermore, how is it that this approach assesses its students? And how do these assessments affect curriculum plans for all of the curriculum areas.
Your timely participation in the course is requested and required. If you anticipate roblems with your attendance, please let your instructor know.
By virtue of your enrollment in this course, you are committing yourself to Concordia University’s honor code. It reads:
As a student of Concordia University Chicago and a member of the larger society, I pledge to uphold an academic honor code that supports serving and leading with strong personal integrity. Specifically, this included not cheating or using inappropriate or dishonest means in the completion of academic requirements. This also includes not giving unauthorized assistance to others. I understand that it is my responsibility to comply with this honor system.
This honor code is available for review on the Concordia University website. As a result of your commitment to this honor code, violations of the code will have serious repercussions. If a student cheats on a course requirement, the student will receive a zero for this assignment, and this will count in your overall point total for this course. If a student cheats on an examination, the student will fail the course.
In accordance with the honor code that you have signed, turning in any piece of work, which includes your digital signature, constitutes your pledge that your documents are original and that you have not given or received any unauthorized assistance in completing your assignments.
Research clearly indicates that class attendance is an integral factor in student learning. The importance of attendance is even more amplified in the Concordia eight-week term. Any student who is absent 25% or more of the designated instructional time may receive a grade of “F” for the course. Your online course room attendance is required and it is highly suggested that you maintain a minimum online course room presence of 5 days a week, with no more than 2 consecutive days without being present in the university’s course room environment. If you encounter an unexpected circumstance that results in an extended absence, you are required to communicate with your instructor and your academic advisor to request an official leave of absence. Emergency situations will be considered on a student-by-student basis.
This course is organized by weekly learning modules. All assigned readings for the module are to be completed before completing assignments. After completing the assigned readings and any ancillary materials posted by the instructor, e.g. power points, etc. students will respond to discussion question (s) in the discussion are designated for that module in Blackboard. Instructions for responding to the Discussion Questions are provided.
Discussions require a response to specific questions that results in collaborative conversations and construction of knowledge that builds and expands learning within the course. You must support your Discussion postings and responses with references, unless you are asked to provide personal opinion or personal reflection for a specific question. Unless noted otherwise, your initial discussion postings should be no less than 500 words in length, substantive and scholarly in nature. You are required to respond to each discussion posting (unless otherwise noted), each week, within each module and provide a minimum of two responses to colleagues in the following ways.
Please be aware that incomplete grades are generally not granted, although an expectation may be allowed for verifiable circumstances. If you are granted an incomplete, according to University policy, you have 6 weeks to submit the remainder of your syllabus requirements and receive a final grade assessment.
A good presentation will be either a narrated PowerPoint (with pictures and/or other visuals), or a narrated video (like on YouTube). Other possibilities exist too. If you have another idea, talk to the instructor. A WORD document report is not acceptable for this assignment. REMEMBER…you need to include references (APA style).
Spend at least 10 hours in an early childhood classroom (either infants, toddlers, preschool, or kindergarten) observing student activity, physical environment (materials, furniture, lighting) and teacher work. Interview the teacher to find out about what kinds of assessments are used, and how the assessment results are communicated to other teachers, administrators, and parents.
Report will include school and classroom information, description of the physical environment, and student activity. A key part of the report will be the information that was collected from the teacher about how student assessments are done, and how information that is collected is communicated. Length should be 1500 – 2500 words (not including title page, APA references, and appendices).
Based on observations at an early childhood program, the course materials, and your own experience, develop a plan or schedule for classroom observations and assessment that takes into account the availability and expertise of the teachers completing these observations and assessments. Remember to include how these observations and assessments will be documented and reported to parents and administrators. Use the course resources (Wright chapters 4-9, Gullo chapters 7-9, videos) and other resources that you can find to include in the summary.
based on observation, assessments used, when assessments will be administered, how assessment results will be communicated, and how results will affect curriculum development. Length should be 8 -10 pages (not including title page, APA references, and appendices).
See Assessment System and Presentation on pages 17-18, Yearlong Assessment Plan & Presentation Timeline on page 19, as well as Rubric in the Appendix for more detailed information.
Due in Modules 2 through 8. Initial post due by Thursday at 11:59 PM, response to at least 2 peers due by Sunday at 11:59 PM.
Respond to the readings and videos in at least 500 words. Cite references using APA style. See Posting and Responding to Discussion Questions on page 3 for more information. Failure to follow these guidelines will result in a grade that is reflective of the quality of the discussion and responses.
Welcome! Hope you're all ready to jump head first into the fascinating, sometimes frustrating, observation and assessment of young children. In this module, we will spend a bit of time getting to know one another as well as engaging in some initial work of considering three different educational perspectives: Montessori, Reggio Emilia, and Waldorf. We’ll be using these later in small group work too. The readings will help you to get up to speed on some of the current issues and thinking about observation and assessment. You will use those in your discussion posts next week.
If you haven't already, head on over to the "introductions" link and tell us a bit about yourself (where your working, what age group, how long you’ve been there, how long you’ve been in education, and anything else you’d like to share about your self personally). You can even post a picture if you would like.
We will also be getting together in small groups via oovoo during this first week so that we can get to know each other a little better. I’ll be in touch to get all of this set up.
In this module, observation and assessment become tools to understand children better. The keys to this perspective come from the developmental theories of Piaget, Vygotsky, Erikson, and Montessori. Each one of these theorists sheds light on the reasons why children behave, think, and talk the way that they do.
The video on autism provides plenty of good information about autism. But turn your focus to the observation and assessment of children with autism. How does the condition of autism create an opportunity to assess student learning? How is it the same as typically developing children? How is it different? How would you approach the documentation process for children with special needs (like autism)? Don’t feel that you have to limit your comments to these readings and videos. Feel free to use other sources, but be sure that you site them.
We’ve spent some time observing and documenting student activity. This week our attention turns to assessments themselves. The texts provide us with good resources here. The videos are designed to give you some different settings to watch, and to think about how you would assess what you are seeing. The two (reading and watching) are meant to supplement each other. Be prepared to discover how different the world of assessment is once you begin to put all of these pieces together.
This module considers how educators use observation and assessment to determine how the child is developing. The next important step in the process is how to communicate this information to parents, administrators, colleagues, and community members. The development of these skills (observation, assessment, development, and communication of information) is what distinguishes educators as professionals.
After reading chapter 10 in Wright, consider carefully the sections on report card comments, narrative reports, and parent conferences. Then review all of the videos. Choose one video to focus on, and prepare an outline of a report to a parent that would be used in a meeting with the parents. Your outline will be guide for what you will cover in the meeting. Next provide a sample text for what you will actually say to communicate your assessment of the video, and how it relates to the child’s development.
This is the Key Assessment within the Observation and Assessment course. Based on the NAEYC standards, this assignment is to create a yearlong assessment plan, and also plan how the results of the assessments will be communicated to stakeholders (parents, peers, school administration). jndzydx/ Use the textbooks as resources, but other resources will be necessary to complete this assignment and present it to the class.
